Considering that learning is a behavior change process, it is important to identify and measure the difference between the beginning and the end of the process. This difference is defined as "achievement" (MEB, 2018), "educational results" (Yakar, 2016; Yeşilyurt, 2019) or "educational results" (Demircan, 2018) especially in curriculum and teaching. The change of a person's behavior depends on many factors such as the time allocated to the study, the model of the subject, participation, and educational feedback (Bacanlı, 2011). Consider student factors, student motivation, level of development, age, and preschool experience in the learning process. The higher the previous education of the student, the more successful and effective the new education will be (Senemoğlu, 2018). Specialized instruction is to back the specialized instruction of the school, to alter the behavior of individuals and to plan them for the important instruction prepare. The capacity of understudies to take part in any learning prepare so that they can pick up extraordinary information within the learning prepare depends on pre-school exercises. In other words, in arrange for understudies to pick up the aptitudes decided at the education level, they have to be obtain adequate information at the instruction level. It is well known that advance in instruction depends on this condition. (Olkun and Toluk Uçar, 2007; Van de Walle, Karp and Bay-Williams, 2012). So, this essay focuses on teaching naming numbers and counting to children of pre-primary school.

In terms of curriculam, essential school arithmetic educational programs receives a step-by-step demonstrate beginning from numbers and advancing to scientific aptitudes (MEB, 2018). Disappointment to think about one subject may lead to an insufficient understanding of the other. The improvement of the concept of number in essential school is exceptionally vital in terms of instructing all subjects. Boring numbers ought to be instructed continuously. Skipping all levels can make numbers exceptional but aimless (Olkun & Toluk- Ucar, 2014). In numerical instructing, by embracing an approach to reflection from expression, utilizing genuine objects, pictures of objects, at that point representations and at last numbers, the method can be carried out without utilizing objects or representations by exchanging to primitives (Mayıs, 2001; Olkun & UCAR, 2007). Based on all of the over, it is worth saying that teaching arithmetic could be a continuous handle and the concept of arranging is an imperative theme for encourage ponders.

For linking big ideas of mathematics, for the task of naming numbers place value can be used and for the task of counting, trusting the count can be used.

Trusting Count

The primary imperative thought was to believe the Tally. The term "tallying conviction" was initially coined by Willis (2002) to demonstrate that understudies may not get it that the number at the conclusion of a calculation speaks to the full and is consistent since tallying once more will create the same number. In later a long time, the concept of math has been presented by the confusing "... 0-10" (Seimon, Beswick, Brady, Clark, Faragher, etc.). Warren, 2011, p. 197). Although certainty calculation will not be clarified clearly here, this is often not the significance of certainty calculation or the trouble of instructing and learning. Be that as it may, we recognize that there's a awesome bargain of inquire about and data to be instructed through successful instructing, especially pre-school instructors, to empower students to reach this great thought (eg, Service of Instruction, Western Australia, 2013b; Gelman & Gallister Er, 1978). Possibly it's time to confess that he can nearly see for himself that each huge thought is made up of numerous "small thoughts" and accepts they are included. Siemon, Bleckly, and Neal (2012) distinguished 11 methodologies to extend certainty in arithmetic; this list can be advance created through the work of to begin with Steps in Arithmetic (Western Australian Division of Instruction, 2013b) and others. This total checklist was made and is appeared in Table as shown below:

Place Value

What a few instructors may not see clearly is the significance of making clear the interface between believe and a put of esteem. The thought that understudies will get it the esteem of space will lead to advance examination. Situation esteem may be a complex handle that "...requires person changes" (Moeller, Pixner, Zuber, Kaufmann & Nuerk, 2011, p. 1839) and Table 2 outlines this complexity and the assortment of guidelines that must be connected. to get it. Major (2012) composes that this complexity is regularly neglected since all these critical forms are packed into a misleadingly basic demonstrate that characterizes exceptionally few values such as representation, perused and compose numbers. In expansion, Major states that since understudies can take an interest in exercises of talking, perusing and composing numbers, this incorporates the reality that they are not able to expand the put esteem relationship, which could be a issue that frequently emerges. examined by other analysts (Irwin, 1996; Kamii, 1986; Thomas, 2004). Table 2 synthesizes investigate from the taking after sources: Division of Instruction, Western Australia (2013b); Simon, Besik, Brady, Clark, Farage, and Warren (2011); Reis et al. (2012); and van der Walle, Karp and Mr-Williams (2013). The criteria is shown in table below:

For both the tasks of naming names and counting, 5 sequence of tasks can be selected as shown below:

Naming Numbers:

• Rote Learning: It may be a method utilized to reinforce the concept of math in students' minds. Amid this action, the instructor composes the title and the children rehash it. Utilize the same music to empower children to take after the teacher's repetition. Children go to classes each day within the classroom and at domestic that include memorizing names and after that composing them down. The reason of repetition learning is to assist children shape recollections and keep in mind names. Standard verbal evaluations permit instructors or guardians to see their child's advance.
• Manipulatives: In the name learning process, students first understand the pronunciation of the words, then carefully send all the phonemes so that the words are pronounced correctly. There are many manipulation methods available for this purpose. With writing and phonology tools such as letter matching cubes, puzzles, and phonetics exercises, students can better understand the process and access the important reasons behind the creation of the name. Manipulative practice can be used to take a practical approach, as opposed to memorization, which is merely a method of systematic repetition.